Processes and outcomes of a mentoring program for Latino college freshmen

Journal of Social Issues

Volumn 67, Issue 3, 2011, Pages 599-621

  Phinney, Jean S ^a   Torres Campos, Cidhinnia M ^b   Padilla Kallemeyn, Delia M ^c   Kim, Chami ^a  

^a CALIFORNIA STATE UNIVERSITY   (United States)

^b UNIVERSITY OF NEW HAVEN   (United States)

^c WESTERN UNIVERSITY OF HEALTH SCIENCES   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

LATINO PEOPLE; PSYCHOLOGY; RISK FACTOR; STUDENT;

EID: 80052730559     PISSN: 00224537     EISSN: 15404560     Source Type: Journal    
DOI: 10.1111/j.1540-4560.2011.01716.x     Document Type: Article

References (60)

1. Ainsworth, M. (1989). Attachment beyond infancy. American Psychologist, 44, 709-716. doi:.
2. Ang, R. (2005). Development and validation of the Teacher-Student Relationship Inventory using exploratory and confirmatory factor analysis. The Journal of Experimental Education, 74, 55-57. doi:.
3. Astin, A. (1993). An empirical typology of college students. Journal of College Student Development, 34, 36-46.
4. Barrera, M., & Bonds, D. (2005). Mentoring relationships and social support. In D. DuBois & M. Karcher (Eds.), Handbook of youth mentoring (pp. 133-142). Thousand Oaks, CA Sate.
5. Blake-Beard, S., Bayne, M., Crosby, F., & Muller, C. (2011). Matching by race and gender in mentoring relationships: Keeping our eyes on the prize. Journal of Social Issues, 67(3), 622-643.
6. Bordes, V., & Arredondo, P. (2005). Mentoring and 1st year Latina/o college students. Journal of Hispanic Education, 4(2), 114-133. doi:.
7. Brooks, J. H., & DuBois, D. L. (1995). Individual and environmental predictors of adjustment during the first year of college. Journal of College Student Development, 36(4), 347-360.
8. Ceballo, R. (2004). From Barrios to Yale: The role of parenting strategies in Latino families. Hispanic Journal of Behavioral Sciences, 26(2), 171-186.
9. Chemers, M., Zurbriggen, E., Syed, M., & Bearman, S. (2011). The role of efficacy and identity in science career commitment among underrepresented minority students. Journal of Social Issues, 67(3), 469-491.
10. Cohen, S., Kamarck, T., & Mermelstein, R. (1983). A global measure of perceived stress. Journal of Health and Social Behavior, 24, 385-396. doi:.
11. Cote, J. E., & Levine, C. (1997). Student motivations, learning environments, and human capital acquisition: Toward an integrated paradigm of student development. Journal of college student development, 38(3), 229-243.
12. Dennis, J., Phinney, J. S., & Chuateco, L. I. (2005). The role of motivation, parental support, and peer support in academic success of ethnic minority first-generation college students. Journal of College Student Development, 46(3), 223-236. doi:.
13. DuBois, D., & Karcher, M. (2005). Handbook of youth mentoring. Thousand Oaks, CA Sage.
14. DuBois, D., & Neville, H. (1997). Youth mentoring: Investigation of relationship characteristics and perceived benefits. Journal of Community Psychology, 25, 227-234. doi:10.1002/(SICI)1520-6629(199705)25:3≤227::AID-JCOP1≥3.0.CO;2-T.
15. Fazio, N., & Palm, L. J. (1998). Attributional style, depression, and grade point averages of college students. Psychological Reports, 83(1), 159-162. doi:.
16. French, B. F., & Oakes, W. (2004). Reliability and validity evidence Institutional Integration Scale. Educational and Psychological Measurement, 64(1), 88-98. doi:.
17. Fry, R. (2002). Latinos in higher education: Many enroll, too few graduate. Washington, DC: Pew Hispanic Center.
18. Fry, R. (2005). The high schools Hispanics attend: Size and other key characteristics. Washington, DC Pew Hispanic Center.
19. Fuligni, A. J. (1997). The academic achievement of adolescents from immigrant families: The roles of family background, attitudes, and behavior. Child Development, 68, 351-363.
20. Fuligni, A. J., & Tseng, V. (1999). Family obligation and the academic motivation of adolescents from immigrant and American-born families. Advances in Motivation and Achievement, 11, 159-183.
21. Guzmán, G. (2001). The Hispanic population. Washington, DC U.S. Government Printing Office.
22. Heiligenstein, E., & Guenther, G. (1996). Depression and academic impairment in college students. Journal of American College Health, 45(2), 59-64. doi:.
23. Hurtado, S., & Ponjuan, L. (2005). Latino educational outcomes and the campus climate. Journal of Hispanic Higher Education, 4, 235-251. doi:.
24. Hurtado, S., Eagan, M. K., Tran, M. C., Newman, C. B., Chang, M. J., & Velasco, P. (2011) "We do science here": Underrepresented students interactions with faculty in different college contexts. Journal of Social Issues, 67(3), 553-579.
25. Karcher, M. (2005). Cross-age peer mentoring. In D. DuBois & M. Karcher (Eds.), Handbook of youth mentoring (pp. 266-285). Thousand Oaks, CA Sage.
26. Kenny, M. E., & Stryker, S. (1996). Social network characteristics and college adjustment among racially and ethnically diverse first-year students. Journal of College Student Development, 37, 649-658.
27. Kohn, P. M., Lafreniere, K., & Gurevich, M. (1990). The Inventory of college students' recent life experiences: A decontaminated hassles scale for a special population. Journal of Behavioral Medicine, 13(6), 619-630. doi:.
28. Larsen, D. L., Atkisson, C. C., Hargreaves, W. A., & Nguyen, T. D. (1979). Assessment of client/patient satisfaction: Development of a general scale. Evaluation and Program Planning, 92, 197-207. doi:.
29. Maldonado, D., Rhoads, R., & Buenavista, T. L. (2005). The Student-Initiated Retention Project: Theoretical contributions and the role of self-empowerment. American Educational Research Journal, 42, 605-638. doi:.
30. Meier, K. J., & Stewart, J., Jr. (1991). The politics of Hispanic education. Un paso pa'lante y dos pa'tras. Albany, NY State University of New York.
31. Okagaki, L., & Frensch, P. A. (1998). Parental support for Mexican-American children's school achievement. In H. I. McCubbin, E. A. Thompson, A. I. Thompson & J. E. Fromer (Eds.), Resiliency in Native American and immigrant families (pp. 325-342). Thousand Oaks, CA Sage.
32. Pajares, F., & Miller, M. D. (1994). Role of self-efficacy and self-concept in mathematical problem solving: A path analysis. Journal of Educational Psychology, 86, 193-203. doi:.
33. Parra, G., DuBois, D., Neville, H., Pugh-Lilly, A., & Povinelli, N. (2002). Mentoring relationships for youth: Investigation of a process-oriented model. Journal of Community Psychology, 30, 367-388. doi:.
34. Perkins, D. F., & Villaruel, F. A. (2000). An ecological, risk-factor examination of Latino adolescents; engagement in sexual activity. In F. A. Villaruel (Ed.), Making invisible Latino adolescents visible (pp. 83-106). Newbury Park, CA Sage.
35. Phinney, J. S., & Haas, K. (2003). The process of coping among ethnic minority first-generation freshmen: A narrative approach. The Journal of Social Psychology, 143(6), 707-726. doi:.
36. Phinney, J. S., Ong, A., & Madden, T. (2000). Cultural values and intergenerational value discrepancies in immigrant and non-immigrant families. Child Development, 71, 528-539. doi:.
37. Phinney, J. S., Dennis, J., & Osorio, S. (2006). Reasons to attend college among ethnically diverse college students. Cultural Diversity & Ethnic Minority Psychology, 12(2), 347-366. doi:.
38. Rhodes, J. (2005). A model of youth mentoring. In D. DuBois & M. Karcher (Eds.), Handbook of youth mentoring. Thousand Oaks, CA Sage.
39. Robbins, S. B., Lauver, K., Le, H., Davis, D., Langley, R., & Carlstrom, A. (2004). Do psychosocial and study skill factors predict college outcomes? A meta-analysis. Psychological Bulletin, 130(2), 261-288. doi:.
40. Rodriguez, N. (1996). Predicting the academic success of Mexican American and White college students. Hispanic Journal of Behavioral Sciences, 18(3), 329-342. doi:.
41. Sanchez, B., Esparza, P., & Colon, Y. (2008). Natural mentoring under the microscope: An investigation of mentoring relationships and Latino adolescents' academic performance.. Journal of Community Psychology, 38, 468-482. doi:.
42. Sedlacek, W. (2004). Beyond the big test: Non-cognitive assessment in higher education. San Francisco, CA Jossey-Bass.
43. Sherer, M., Maddux, J. E., Mercandante, B., Prentice-Dunn, S., Jacobs, B., & Rogers, R. W. (1982). The self-efficacy scale: Construction and validation. Psychological Reports, 51, 663-671.
44. Smith-Jentsch, K., Scielzo, S., Yarbrough, C., & Rosopa, P. (2008). A comparison of face-to-face and electronic peer-mentoring: Interaction with mentor gender. Journal of Vocational Behavior, 72, 193-206.
45. Solberg, S. V., Valdez, J., & Villarreal, P. (1994). Social support, stress, and Hispanic college adjustment: Test of a diathesis-stress model. Hispanic Journal of Behavioral Sciences, 16, 230-239. doi:.
46. Soucy, N., & Larose, S. (2000). Attachment and control in family and mentoring contexts as determinants of adolescent adjustment to college. Journal of Family Psychology, 14, 125-142. doi:.
47. Strage, A. (2000). Predictors of college adjustment and success: Similarities and differences among Southeast-Asian-American, Hispanic, and White students. Education, 120(4), 731-740.
48. Swail, W. S., Cabrera, A. F., & Lee, C. (2004). Latino youth and the pathway to college. Washington DC Pew Hispanic Center.
49. Tinto, V. (1993). Leaving college: Rethinking the causes and cures of student attrition. Chicago, IL University of Chicago Press.
50. Tipton, R. M., & Worthington, J. R. (1984). The measurement of generalized self-efficacy: A study of construct validity. Journal of Personality Assessment, 48(5), 545-548. doi:.
51. Topping, K. (1996). The effectiveness of peer tutoring in further and higher education: A typology and review of the literature. Higher Education, 32, 321-345. doi:.
52. Torres Campos, C., Phinney, J., Perez-Brena, N., Kim, C., Ornelas, B., Nemanim, L., et al. (2009). A mentor-based targeted intervention for high-risk Latino college freshmen: A pilot study. Journal of Hispanic Higher Education, 8, 158-178. doi:.
53. Tseng, V. (2004). Family interdependence and academic adjustment in college: Youth from immigrant and U.S.-born families. Child Development, 75(3), 966-983. doi:.
54. U.S. Census Bureau. (2004). Educational attainment in the United States: 2003. Washington, DC U.S. Census Bureau.
55. U.S. Department of Education. (1992). Dropout rates in the United States, 1991. Washington, DC U.S. Government Printing Office.
56. Vallerand, R. J., Pelletier, L. G., & Blais, M. R. (1992). The Academic Motivation Scale: A measure of intrinsic, extrinsic, and amotivation in education. Educational and Psychological Measurement, 52(4), 1003-1017. doi:.
57. Verhofstadt, L., Buysse, A., Rosseel, Y., & Peene, O. (2006). Confirming the 3-factor structure of the ORI within couples. Psychological Assessment, 18, 15-21. doi:.
58. Vygotsky, L. (1978). Mind in society. Cambridge, MA Harvard University Press.
59. Walker, B., & Little, D. (1969). Factor analysis of the Barrett-Lennard Relationship Inventory. Journal of Counseling Psychology, 16, 516-521. doi:.
60. Wawrzynski, M. R., & Sedlacek, W. E. (2003). Race and gender differences in the transfer student experience. Journal of College Student Development, 44(4), 489-501. doi:.